734
First Aid and EmergenciesProviding First Aid
CPR and First Aid for Shock and Choking
Responding to CommonEmergencies
Treatment forPoisonings
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735
Using Visuals Your response to a medicalemergency can be critical to the recovery of aninjured person In what specific ways do you thinkproviding the correct first-aid techniques will helpthe recovery of this injured person
Make this Foldable to help you organizewhat you learn about providing first aidBegin with a sheet of 81frasl2 x 11 paperor notebook paper
Fold a sheet ofpaper in half alongthe long axis
Fold into thirds
Cut the top layer along both folds Label as shown
As you read and discuss the material in the chapter use your Foldable torecord what you learn about the three Cs the first steps to take in an emergency situation
Before You Read
A More Perfect Union
Check Call Care
As You Read
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VOCABULARYfirst aiduniversal precautions
Providing First AidYOUrsquoLL LEARN TObull Relate the nationrsquos goals and objectives to individual family
and community health and appropriate first-aid procedures
bull Understand the importance of learning first aid
bull Analyze strategies for responding to accidental injuries
magine that you are taking care of your neighborrsquos son when he I suddenly falls off his bike and cuts his knee Suppose that youare in the school lunchroom and your best friend begins to chokeDo you know what to do in either of these situations Yourresponse to an accident or an emergency can minimize injury andmight even save a life
First Aid
F is the immediate temporary care given to an ill or injured person until profes-
sional medical care can be provided First aid isadministered in the seconds and minutes following an emergency in which someonebecomes ill or injured Learning first-aid pro-cedures is an important step in meeting thenationrsquos health goals and objectives for indi-viduals family and communities described inHealthy People 2010 Using the proper first-aidprocedures can reduce the number of peoplewho sustain further injury or die in the absenceof early and effective treatment
irst aid
Write a paragraph explaining the importance of learning first-aid procedures
736 Chapter 28 First Aid and Emergencies
Universal precautionsprotect both the caregiverand the victim from cominginto contact with bloodand other body fluids thatmay contain pathogens
5395686
CHECK CALL CAREThese are the first steps to take in an emergency situation
Universal PrecautionsSome infectious agents such as the HIV and hepatitis B viruses
can be transmitted through contact with blood and other bodyfluids Because of this risk it is important that you use universalprecautions when you administer first aid are actions taken to prevent the spread of disease by treating all blood andother body fluids as if they contained pathogens Universal precautionsinclude strategies such as wearing protective gloves when there is apossibility of touching blood or other body fluids using a mouth-piece or other protective ventilation devices for breathing emergen-cies and washing your hands before and after providing first aid
Responding to an Emergencyecognizing an emergency is the first step in responding to it R Common indicators of an emergency include unusual sights
sounds odors and behaviors If you find yourself at the scene of anemergency remain calm and follow the steps in Figure 281which were developed by the American Red Cross
Universal precautions
1 Check the scene and the victimLook around to be sure that the scene is safe Be alert for dangers such asspilled chemicals traffic fire escaping steam downed electrical lines andsmoke Determine the number of victims If no immediate danger is evidentdo not move the victim Move the victim only if his or her life is threatened
2 Call for helpCall the local emergency number or 911 Answerall of the dispatcherrsquos questions Do not hang up until the dispatcher does If possible havesomeone else make the call so that you can staywith the victim If you are the one calling for helpfinish the call as quickly as possible and return to the victim
3 Provide care for the victimIf possible get the victimrsquos permission before givingfirst aid Always address life-threatening emergen-cies first Take care of anyone who is unconsciouswho is not breathing or is having trouble breathingwho shows no signs of circulation such as movingor coughing or who is bleeding severely If youarenrsquot sure that the victim is conscious tap him or her on the shoulder and ask ldquoAre you okayrdquo
737Lesson 1 Providing First Aid
9579655
Types of Injuriesot all injuries are emergencies Splinters and scrapes for Nexample are relatively minor injuries and the first-aid
treatment for them is usually quick and simple Other injuries aresevere enough to endanger life or cause serious physical damage
Open WoundsOpen wounds are one type of injury Treatment depends on the
severity and type of wound
Abrasion If the skin is scraped against a hard surface tinyblood vessels in the outer layers of the skin break resulting in an abrasion Because of the way the injury occurs dirt andbacteria can easily enter the site Therefore itrsquos especially impor-tant to clean the wound to prevent infection and speed healing
Laceration A laceration is a cut caused by a sharp object such as a knife or broken glass slicingthrough the layers of skin This type of lacerationusually has smooth edges A hard blow from a bluntinstrument or tearing the skin may cause lacerationswith jagged edges All lacerations are accompaniedby bleeding Deep lacerations can result in heavybleeding as well as damage to nerves large bloodvessels and soft tissues Infection may also occur
Puncture A puncture wound is a small but deephole caused by a pin nail fang or other object that pierces the skin Puncture wounds do notusually cause heavy external bleeding but they may cause internal bleeding if the penetrating object damages major blood vessels or internalorgans Puncture wounds carry a high risk ofinfection including tetanus
Avulsion An avulsion results when tissueis partially or completely separated from thebody A partially avulsed piece of skin mayremain attached but it hangs like a flapHeavy bleeding is common Sometimes a body part such as a finger may besevered With todayrsquos medical technologysevered body parts can sometimes bereattached surgically Pack the severed partin ice or ice water if possible to preservethe tissue Immediately call for professionalmedical assistance
Knives and other sharpobjects can cause lacer-ations When using anysharp tool pay attentionto what you are doingWhat other strategies canyou apply to reduce therisk of lacerations
738 Chapter 28 First Aid and Emergencies
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Caption
739Lesson 1 Providing First Aid
What Would You DoDescribe in detail how you wouldapply these first-aid steps toJamiersquos situation1 Protect yourself from infections
spread by contact with blood2 Control any bleeding3 Clean the wound4 Protect the wound5 Get medical attention if
necessary
How to Handle a Puncture WoundJamie 16 is looking after Jason her 7-year-old
neighbor for the afternoon They are in thebackyard playing with toy cars and trucks Aftera while Jason gets up and walks over to the toolshed
ldquoJasonrdquo Jamie calls ldquoyoursquore not supposed to goover there Come back here and pull out my car withyour tow truck Irsquom stuck in the mudrdquo
Jason starts to walk back and suddenly startsscreaming and holding his foot
ldquoOh my goshrdquo Jamie cries She looks at Jasonrsquos foot
Jason has stepped on a nail which has puncturedhis foot Jamie notes that the wound looks deep butdoesnrsquot appear to be bleeding heavily
What should Jamie do
First Aid for Bleedingo stop blood flow from an open wound first put on clean pro-T tective gloves if possible Wash a minor wound with mild soap
and running water to remove dirt and debris Do not attempt toclean a severe injury such as an avulsion Always wash your handsbefore and after providing care even if you wear gloves
To control bleeding
Cover the wound with sterile gauze or a clean cloth and press firmly
If possible elevate the wound above the level of the heart
Cover the gauze or cloth dressing with a sterile bandage
If necessary cover the dressing with a pressure bandage andor use pressure point bleeding control (see next page)
Call for help or have someone else do so
Applying pressure to awound will often stop theflow of blood What pre-cautions should you takebefore assisting someonewith an open wound
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How to Apply a Pressure Bandage
Roller bandages can be used to maintain continuous pressure ona wound and control bleeding A bandage applied snugly to theinjured area will hold the dressing in place and facilitate blood clot-ting To use a roller bandage
Place a dressing over the wound
Secure the roller bandage over the dressing
Using overlapping turns cover the dressing completely asshown in the diagram at the left
Secure the roller bandage in place by splitting its end into twostrips Tie the split bandage ends tightly over the wound
Make sure that the bandage is not so tight that it cuts offcirculation It should be just tight enough to maintain pressureon the wound
Pressure Point Bleeding ControlIf elevating the wound and applying a pressure bandage do not
stop the bleeding pressure point bleeding control must be usedThis procedure involves pressing the main artery against a
bone to stop blood supply to the injured area Because thistechnique stops normal blood circulation it should beused only when absolutely necessary The diagram at theleft shows the location of the points at which pressureshould be applied when using this technique
A person who requires pressure point bleedingcontrol is seriously injured and possibly in shockProfessional medical assistance is necessary andshould be consulted before this procedure is applied
Burnseat radiation from the sun certain chemicals Hand electricity can all burn the skin and soft
tissues of the body Burns caused by heat are the mostcommon Those caused by chemicals or electricity requirespecial first-aid proceduresmdashfor information on treatingthese types of burns contact the American Red Cross
Burns are classified according to depth first-degreeburns are superficial and second- and third-degree burnsare deep Minor burns can be treated at home Severeburns however require professional medical careFigure 282 shows the three classifications of burns andthe treatment for each
For severe bleedingapplying pressure at a pressure point willreduce or stop blood flow For what type ofinjury would pressure point bleeding control be necessary
A pressure bandage maybe used to maintain con-tinuous pressure on awound Identify a situationthat would require the useof a pressure bandage
740 Chapter 28 First Aid and Emergencies
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8046733
Applying Health SkillsCommunication Skills What would yousay to a teen who isnrsquot sure why he or sheshould learn first aid Write a dialogue inwhich you use effective communicationskills to explain to the teen the importanceof knowing first aid
Reviewing Facts and Vocabulary1 Define first aid
2 Relate the nationrsquos health goals and objectives toindividual family and community health Explainwhy knowing first-aid procedures can help achievethe goals of Healthy People 2010
3 Why is it necessary to use universal precautionswhen giving first aid to a person who is bleeding
Thinking Critically4 Synthesizing Analyze and develop a strategy
for responding to an accidental injury such as a minor laceration
5 Analyzing Describe a strategy for responding toan accidental injury such as a second-degree burn
W O R D P R O C E S S I N G Use word-processingsoftware to write your dialogue See healthglencoecomfor tips on using word-processing software
Lesson 1 Providing First Aid 741
TYPES OF BURNS AND TREATMENTThe severity of the burn determines the type of burn and treatment
First-degree burn
In a first-degree burn only theouter layer of skin is burnedand turns red Cool the burnwith cold running water or byimmersing it in cold water (notice) for 10 minutes A cleancold wet towel will help reducepain Pat the area dry andcover it with a sterile bandage
Second-degree burn
A second-degree burn is one inwhich the top several layers ofskin are damaged The skin willhave blisters and appear blotchyCool the burn with cold water(not ice) and elevate the burnedarea Wrap the area looselywith a sterile dry dressing Donot pop blisters or peel looseskin Seek professional medicalattention
Third-degree burn
A third-degree burn is a seriousburn in which deeper layers ofskin and possibly fat musclenerves and bone are damagedCall for professional medicalhelp immediately Cool the burnwith large amounts of coldwater (not ice) Cover the areawith a dry sterile dressing orclean cloth
healthglencoecom
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9076572
VOCABULARYchain of survivaldefibrillatorcardiopulmonary
resuscitation (CPR)shock
CPR and First Aid for Shock and Choking
YOUrsquoLL LEARN TObull Identify the appropriate steps for responding to life-threatening
emergencies
bull Analyze strategies for responding to an emergency situationrequiring CPR
bull Analyze strategies for responding to a shock or choking victim
n an emergency you need to act quicklymdashthe first few minutes I after a medical crisis are usually the most critical The key isknowing what to do remaining calm and making a decision to act
Life-Threatening Emergenciesf the victim in an emergency is unresponsive you must begin I immediately the a sequence of actions that
maximize the victimrsquos chances of survival If the victim is an adultyou can begin the first two links in the chain call 911 and beginCPR The next two links early defibrillation and transfer toadvanced care are usually the responsibility of the emergency med-ical personnel when they arrive A is a device thatdelivers an electric shock to the heart to restore its normal rhythm Anautomated external defibrillator (AED) is a handheld device thatalmost anyone can be trained to use AEDs have not been approvedfor use on children who are younger than eight years old or whoweigh under 55 pounds
defibrillator
chain of survival
The increased availabilityof AEDs has led toimproved survival rates for heart-attack victims
Write a paragraph describing what you know about CPR
742 Chapter 28 First Aid and Emergencies
677875
CPRperson whose breathing and heartbeat have stopped may A need CPR is a
life-saving first-aid procedure that combines rescue breaths with chestcompressions supplying oxygen to the body until normal body functionscan resume You must be properly trained by a professional andcertified before administering CPR
CPR for Adultshe steps of CPR are known as the ABCsmdashairway breathing T and circulation If an adult victim is unresponsive tap him or
her and ask in a loud voice ldquoAre you okayrdquo If the victim doesnrsquotrespond start the chain of survival First call 911 or have someoneelse do so Then kneel beside the victim and follow the steps devel-oped by the American Heart Association which are shown inFigures 283 and 284 on page 744
Cardiopulmonary resuscitation (CPR)
743Lesson 2 CPR and First Aid for Shock and Choking
THE ABCS OF ADULT CPRAirway Look inside the victimrsquos mouth Remove anything you see blocking the airway If you donrsquot A suspect head or neck injuries lay the person flat
on a firm surface Gently tilt the head back by lifting thechin with one hand while pushing down on the foreheadwith the other If you suspect head or neck injuries do not move the victim Open his or her airway by lifting the jaw instead
Breathing Look listen and feel for breathing Look for chest movement Listen at the victimrsquosB mouth for breathing Feel for exhaled air on your
cheek If the victim is not breathing normally begin rescue breathing
1 Keeping the victimrsquos head in the proper positionpinch the nostrils shut
2 Place your mouth over the victimrsquos mouth forminga seal Give two slow breaths each about 2 secondslong The victimrsquos chest should rise with each breath
Circulation Check for signs of circulation such asbreathing coughing or movement If there are noC signs of circulation a person trained in CPR should
begin chest compressions immediately (see Figure 284)If the victim responds (coughs or moves for example) butis still not breathing normally give one rescue breath every 5 seconds
98374695
744 Chapter 28 First Aid and Emergencies
ADULT CPR CYCLESPosition your hands To begin chestcompressions find a spot on the lower 1 half of the victimrsquos breastbone right
between the nipples Place the heel of onehand on that point and interlock your fingerswith the fingers of the other hand Donrsquot allowyour fingers to rest on the victimrsquos ribs
Begin chest compressions and rescuebreathing Lean over the victim so that 2 your shoulders are directly above your
arms and hands Lock your elbows and pressstraight down quickly and firmly at a rate ofabout 100 compressions per minute Allow thechest to spring back between compressionsAfter every 15 compressions give two rescuebreaths Complete four continuous cycles (justover 1 minute) of CPR then check for signs ofcirculation Continue CPR checking for signsof circulation every few minutes If the victimbegins to respond stop chest compressionsIf the victim coughs or moves but is still notbreathing give one rescue breath every 5 seconds until help arrives If the victim begins breathing normally turn the victim onto his or her side and wait for professional medical help
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745Lesson 2 CPR and First Aid for Shock and Choking
Should Schools Require Teens to Take a CPR CourseHeart attacks are the most common medical emergencies in the United States Many deaths could be
prevented however by people performing CPR As a result organizations such as the American HeartAssociation and the American Red Cross have certified thousands of people in CPR To increase thenumber of trained rescuers many people think CPR certification should be a high-school graduationrequirement Others disagree Here are two points of view
Viewpoint 1 Michael P age 15I donrsquot think that all high-school students should be required to take a CPR course It should be a personal choice Health courses need to focus more on risk behaviors that affect young peoplesuch as using tobacco alcohol and other drugs Teens who want CPR training can go to their localchapter of the Red Cross or American Heart Association
Viewpoint 2 Sydney J age 15Every year in the United States 350000 people die of sudden heart attacks Many of these peoplecould be saved if CPR were administered It makes sense that the more people who are trained inCPR the fewer people who may die Many of these courses are taught by teachers who instructstudents in the use of AEDs as well as in oxygen administration Both of these technologies haveimproved the survival rates of heart attack victims
1 Should high schools require teens to take a CPR course Why or why not
2 CPR training ldquoobligatesrdquo people to use their skills when they witness an emergency situation How well do you think teens could handle this responsibility
ACTIVITYACTIVITY
A C T I V I T I E S
CPR for Infants and ChildrenInfants and children in life-threatening emergencies arenrsquot treated
in exactly the same way that adults are For example you shouldnrsquotuse an AED on an infant or a child Likewise you canrsquot use the sameamount of force in chest compressions Figures 285 and 286 onthe next page show how to perform CPR on infants and childrenThese steps were developed by the American Heart Association Foran infant or a child provide about one minute of CPR before calling911 for help
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746 Chapter 28 First Aid and Emergencies
THE ABCS OF INFANT AND CHILD CPRAirway Look inside the victimrsquos mouth Remove anything you see blocking the airway If you donrsquot suspect head or neckA injuries lay the victim flat on a firm surface Gently tilt the head
back by lifting the chin with one hand while pushing down on theforehead with the other If you suspect head or neck injuries do notmove the victim Instead open his or her airway by lifting the jaw
Breathing Look listen and feel for breathing Look for chest movement Listen at the victimrsquos mouth for breathing FeelB for exhaled air on your cheek If the victim is not breathing
begin rescue breathingKeep the victimrsquos head in position For a child pinch the nostrils shutand seal your mouth over the victimrsquos mouth For an infant seal yourmouth over the mouth and nose Give two slow breaths each about 1 to 11frasl2 seconds long The chest should rise with each breath
Circulation Check for signs of circulation such as breathingcoughing or movement If there are no signs of circulation a C person trained in CPR should begin chest compressions
immediately (see Figure 286) If the victim responds (coughs or moves for example) but is still not breathing normally give one rescuebreath every 3 seconds for either a child or an infant
INFANT AND CHILD CPR CYCLESPosition your hands With one hand keep the victimrsquos head tilted unless you suspect head or neck injury For a child place1 the heel of your other hand on the lower half of the breastbone
and position your shoulder directly over your straightened arm andhand For an infant imagine a line drawn between the nipples Placetwo or three fingers of your hand on the lower half of the infantrsquosbreastbone about one fingerrsquos width below the imaginary nipple line
Begin chest compressions and rescue breathing Compress thevictimrsquos chest downward approximately one-third to one-half the2 depth of the chest at a rate of about 100 times per minute for a
child and at least 100 times per minute for an infant Release pressurecompletely between compressions After every five compressions giveone rescue breath (see Figure 285) Complete 20 continuous cycles(just over 1 minute) of CPR and then check for signs of circulationContinue CPR checking for signs of circulation every few minutes If thevictim shows signs of circulation stop chest compressions and continuerescue breathing if necessary (one rescue breath every 3 seconds)
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First Aid for Shockhen something happens to reduce blood flow throughout W the body limiting the amount of oxygen carried to the cells
shock may occur is a failure of the cardiovascular system tokeep an adequate supply of blood circulating to the vital organs of thebody This life-threatening emergency requires immediate medicalattention Common symptoms of shock include restlessness or irri-tability altered consciousness nausea pale or ashen appearancecool moist skin and rapid breathing and pulse
If you suspect a head or spinal injury donrsquot move the victimOtherwise have the victim lie down if he or she has not alreadydone so This position often minimizes pain and keeps the victimcalm You should also
phone 911 or the local emergency number
control any external bleeding
elevate the legs about 12 inches unless you suspect head orback injury or broken bones involving the legs or hips If youarenrsquot sure leave the victim lying flat This helps the bloodreturn to the heart
never give the victim anything to eat or drink Eating ordrinking could cause vomiting
reassure the victim
First Aid for Chokinghoking occurs when a personrsquos airway becomes blocked by C food or object If the obstruction is not removed the victim can
die from lack of oxygen within a few minutesTo help someone who is choking you must first recognize the
signs A person may clutch his or her throat with one or bothhands which is the universal sign for choking The victim mayalso cough weakly make high-pitched sounds or turnblue in the face If someone appears to be choking butcan cough forcefully or speak do not attempt first aidA strong cough can expel the object from the airway
If you suspect that someone is choking ask ldquoAreyou chokingrdquo and look for the universal choking signThen ask ldquoCan you speakrdquo If the person cannot speakin reply the airway is completely blocked and thevictim needs immediate first aid
Shock
747Lesson 2 CPR and First Aid for Shock and Choking
One cause of shock is los-ing a large volume of fluidusually as a result of bleed-ing However shock canresult from a significant lossof any body fluids Thismeans that even diarrhea orvomiting if prolonged andsevere can lead to shock
Be alert for the universalchoking sign
9305281
If the choking victim is an adult or a child use abdominalthrustsmdashquick inward and upward pulls to the diaphragmmdashtoforce the obstruction out of the airway To perform this procedurestand behind the victim and place your arms around him or herMake a fist with one hand and grasp it with your other hand Pullinward and upward just under the rib cage
If you begin to choke while you are alone use your own fist and hand to perform the procedure on yourself You can also try
pressing your abdomen forcefully against theback of a chair
If the choking victim is an infant hold the babyface down on your forearm Support the infantrsquoshead and neck with your hand and point thehead downward so that it is lower than the chestWith the heel of your hand give the infant fiveblows between the shoulder blades If the object isnot dislodged turn the infant over and perform
five chest thrusts as described in the CPRsection Alternate the five blows betweenthe shoulders with five chest thrusts untilthe object is dislodged or the infant beginsto breathe or cough Call 911 if the objectis not dislodged within one minute If theinfant loses consciousness phone 911 andbegin CPR if you are trained and certifiedin the procedure
Applying Health SkillsAdvocacy Make a video encouragingteens to learn basic first-aid techniques for choking and shock Make the videoavailable to your class
Reviewing Facts and Vocabulary1 Define cardiopulmonary resuscitation
2 Why should you never give a shock victim anythingto eat or drink
3 What is the universal sign for choking
Thinking Critically4 Evaluating Explain why itrsquos important to check the
airway before beginning CPR
5 Analyzing Compare the strategy for respondingto a choking adult with the strategy forresponding to a choking infant
W O R D P R O C E S S I N G Use a word processingprogram to write the script for your video See healthglencoecomfor help in using word-processing software
748 Chapter 28 First Aid and Emergencies
Use abdominal thrusts ona choking adult but neveron a choking infant Useback blows alternatingwith chest thrusts for aninfant Why do you thinkdifferent methods are usedfor adults and infants
healthglencoecom
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uppose that you and a friend are out jogging when your S friend falls and sprains an ankle How can you be sure thatthe injury is a sprain and not a fracture Would you know whatto do in either case As with major emergencies knowing theproper response strategies when dealing with common emer-gencies can help prevent further injury or complications
Muscle Joint and Bone Injurieshen too much stress is put on an area of the body an W injury may occur These injuries vary in severity and
can affect the bones muscles tendons or ligaments Someinjuries such as muscle strain will usually feel better in a fewdays Other injuries such as a broken bone may take severalweeks to heal and require professional medical treatment fora full recovery to occur
VOCABULARYfractureunconsciousnessconcussion
Responding to CommonEmergencies
YOUrsquoLL LEARN TObull Analyze strategies for responding to accidental muscle joint and
bone injuries
bull Analyze strategies for responding to accidental injuries resulting in unconsciousness
bull Analyze strategies for responding to accidental injuries such as animal bites
bull Analyze strategies for responding to nosebleeds and to foreign objects in the eye
Bone muscle and jointinjuries can be serious but they are usually notlife threatening
Write down three situations that come to mind when youhear the word emergency Next to each situation describe how you wouldrespond to the emergency
749Lesson 3 Responding to Common Emergencies
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62766106
Muscle CrampsA muscle cramp is the sudden and painful tightening of a muscle
Muscle cramps can occur when you are physically active or at restSome medications can also cause them If a muscle cramp occurs
Stretch out the affected muscle to counteract the cramp
Massage the cramped muscle firmly
Apply moist heat to the area
Get medical help if the cramp persists
Strains and SprainsA strain is an injury to a muscle usually resulting from overuse
of the muscle The symptoms of a strain include pain swellingbruising and loss of movement caused by small tears in the mus-cle A sprain is an injury to a ligament Sprains usually result froma sudden twisting force Sprains also cause pain and swelling frombadly stretched or torn ligaments Although serious sprains requireprofessional medical attention minor sprains and strains may betreated with the RICE procedure
RestmdashAvoid any movements and activities that cause painincluding any use of the affected muscle or joint Help thevictim find a comfortable position
IcemdashIce helps reduce pain and swelling Place ice cubes in aplastic bag and wrap a towel or cloth around the bag Hold the bag on the affected area for 20 minutes remove it for 20 minutes and then reapply it Repeat this process every 3 waking hours over the course of 72 hours
CompressionmdashLight pressure from wearing an elastic wrap orbandage can help reduce swelling The wrap should be firm but not uncomfortable
ElevationmdashRaising the affected limb above the level of theheart helps reduce pain and swelling
Fractures and DislocationsFractures and dislocations are similar A is a break in the
bone If a joint is under extreme stress it may dislocate or disconnectFirst-aid procedures are the same for both fractures and disloca-tions If possible keep the victim still and call 911 If the victimmust be moved keep the fractured area immobilized by securing asplint to the body part with clean lengths of cloth You can fashiona splint from everyday materials such as rolled newspapers andheavy cardboard Seek professional medical care immediately
fracture
750 Chapter 28 First Aid and Emergencies
RICE For more informationon RICE see Chapter 4 page 102
Applying ice to a sprainreduces swelling andeases pain Why is it agood idea to see a healthcare professional if yoususpect that you have a sprain
10068598
Unconsciousness
U is a condition in which a person is not alertand aware of his or her surroundings There are different levels of
unconsciousness ranging from drowsiness to coma An uncon-scious victim can choke to death because of his or her inability tocough clear the throat or react to a blocked airway The primarygoal when providing first aid to an unconscious victim is to preventchoking until professional medical help arrives If the victim isunconscious place him or her in the recovery position shown inFigure 287 and seek professional medical help immediately
FaintingFainting occurs when the blood supply to the brain is temporar-
ily inadequate Loss of consciousness is usually brief Althoughfainting doesnrsquot always indicate a medical problem it might besymptomatic of a serious disorder Treat fainting as a medical emer-gency until the symptoms are relieved and the cause is known
If you feel faint lie down or sit down and place your head betweenyour knees If someone else faints position the person on his or herback with legs elevated 8 to 12 inches above the heart unless yoususpect head or neck injury Do not place a pillow under the personrsquoshead This can block airflow Loosen any tight clothing Sponge thepersonrsquos face with water Do not splash water on the face this maycause the person to choke If the person vomits quickly roll him orher into the recovery position shown in Figure 287 to preventchoking If the person fails to revive promptly seek medical help
nconsciousness
751Lesson 3 Responding to Common Emergencies
THE RECOVERY POSITIONThe recovery position is the safest placementfor an unconscious person because the airwayis protected Put the person in the recoveryposition only if no spinal or head injury issuspected
This position helps an unconscious personbreathe and allows fluids such as blood andvomit to drain Do not move a person if yoususpect spinal or head injuries Movement can worsen these injuries
Citizenship If you see someonewho has just suffered an injurydonrsquot assume that someone else will stop and help Everyoneelse might be making that sameassumption Be a responsiblemember of your community Ifyou see someone who needsmedical assistance do what you can to help even if all youcan do is call 911
98953384
ConcussionA is a jarring injury to the brain that affects normal
brain function Even if there are no external signs of injury the braincan strike the inside of the skull and be damaged To avoid causingspinal injury do not move an unconscious victim if you suspect ahead injury or concussion Check the personrsquos airway breathingand circulation and get professional medical help immediately Ifyou suspect that a person has a concussion
Have a conscious victim lie down
Use first aid for any bleeding
If the victim is unconscious and you do not suspect head orneck injury place him or her in the recovery position asshown in Figure 287 on page 751 Call 911 immediately
Animal Bitesne of the most serious possible consequences of an animal Obite is rabies a viral disease of the nervous system that if left
untreated eventually causes paralysis and death There is no curefor rabies after symptoms develop However if a person is vacci-nated promptly after being bitten he or she can develop immunitybefore symptoms appear
When someone is bitten report the incident to yourcommunity health department or animal controldepartment Itrsquos important to determine whether theanimal has rabies If you find the animal do not try tocapture it Give its description and location to theproper authorities or the police The animal will becaptured for testing and observation
Animal bites also carry the risk of infection includ-ing tetanus an often fatal disease Although tetanuscan be treated the treatment is long difficult andoften unsuccessful Tetanus can be prevented howeverby keeping your immunizations up to date First aidstrategies for animal bites includes the following
Wash the bite area with mild soap and warm waterfor five minutes to remove saliva and any otherforeign matter
Use direct pressure or pressure point bleedingcontrol to stop any bleeding
If the wound is swollen apply ice wrapped in atowel for 10 minutes
Cover the wound with a clean dressing or bandage
concussion
Never approach a strangedog Always ask theownerrsquos permission beforeapproaching or touching a dog that you do notknow What two diseasesare associated with animal bites
752 Chapter 28 First Aid and Emergencies
9063717
Nosebleedsosebleeds often occur if the nose is struck or if the mucous Nmembranes in the nose dry out from breathing dry air Seek
professional medical attention if nosebleeds occur oftenTo treat a nosebleed keep the person quiet Walking talking and
blowing the nose may increase bleeding Tell the person to breathethrough his or her mouth Have the person sit down and leanforward Do not tilt the personrsquos head backmdashdoing so may causethe person to choke as blood runs down the back of the throatUsing a protective barrier press on the bleeding nostril Maintainpressure for 15 minutes If the personrsquos nose is still bleeding after 15 minutes repeat the procedure If bleeding continues seekprofessional medical help
Caption
First-Aid StationsIn this activity you will set up learning
stations for common emergencies and rotatethrough them
bull pen or pencil and notebook paperbull poster board and markersbull props (optional)
1 In small groups research the followinginformation for the emergencyassigned by your teacher
bull how to recognize it
bull appropriate steps to take in thecorrect sequence
bull what to do after first aid has beenprovided
2 Decide on a creative way to presentyour material at a learning station
such as a poster a board game a quiz show a puzzle a news storyor demonstrations with props such as bandages
3 Each group will set up a learningstation One person in each groupcoordinates the activities at eachlearning station while all otherstudents rotate through the stationsGroup members take turns supervisingtheir station
Write a script for a skit about a teen or a group of teens who encounter a medicalemergency The script should show one teen experiencing the emergency while the others administer proper first aid
What Yoursquoll Need
What Yoursquoll Do
Apply and Conclude
753Lesson 3 Responding to Common Emergencies
Applying direct pressureto a nosebleed usuallystops the bleeding Whymight dry air cause anosebleed
HS_HEALTH_U09_C28_L3 12803 604 PM Page 753
788282
Object in the Eyeoreign objects such as dirt sand and slivers of wood or metal F that enter the eye are irritating and can cause damage
Encourage the victim not to rub the eye an action that may scratchthe cornea but to blink several times If blinking does not dislodgethe object try to find it in the eye First wash your hands Gentlypull the lower eyelid down while the person looks up If you donrsquotsee anything hold the upper lid open and examine the eye while
the person looks down If you see the object on thesurface of the eye lightly touch it with a moist-ened cotton swab or the corner of a clean cloth
You can also flush the eye with sterile salinesolution or tap water If the person is wearing con-tact lenses do not remove the lens before flushingthe eye To flush the eye tilt the personrsquos head tothe side so that the affected eye is lower than theunaffected eye Gently hold the eye open with onehand With the other hand pour a steady streamof cool water into the eye from the inside cornertoward the outside corner The water should wash over the surface of the eye Seek professionalmedical help if the object is not removed
Applying Health SkillsAccessing Information Use online andprint resources to find additional informationabout rabies Using the information youhave obtained write a newspaper articleabout giving first aid to someone who hasbeen bitten by an animal including how to prevent rabies
Reviewing Facts and Vocabulary1 What is a fracture
2 What is the primary goal when providing first aidto an unconscious person
3 What are two common causes of nosebleeds
Thinking Critically4 Analyzing While hiking with you a friend stumbles
on a tree root and falls By the time you get homeher ankle is badly swollen and she canrsquot walkwithout leaning on you Analyze and describe the strategy you would use to respond to thisaccidental injury
5 Evaluating Why should you seek professionalmedical care if a sprain or strain doesnrsquot improveor if you suspect that the injury might be a fracture
W E B S I T E S Use your newspaper article as partof a Web site you develop on rabies See healthglencoecomfor help in planning and building your Web site
754 Chapter 28 First Aid and Emergencies
To flush an object out ofyour own eye gently pourwater from a small cleanglass into the eye
healthglencoecom
HS_HEALTH_U09_C28_L3 12803 604 PM Page 754
100589935
VOCABULARYpoisonvenompoison control center
Treatment for PoisoningsYOUrsquoLL LEARN TObull Analyze strategies for responding to accidental injuries such
as poisonings
bull Analyze strategies for responding to accidental injuries such as bites and stings
bull Analyze strategies for preventing and responding to accidental injuries such as skin irritation caused by contact with poisonous plants
Accidental poisonings are often associated with toddlers What aresome safety procedures that can help prevent accidental poisoning in a home withyoung children Compile a list of at least five tips
755Lesson 4 Treatment for Poisonings
nowing how to respond to accidental K poisoning injuries is an important part offirst aid A is any substancemdashsolid liq-uid or gasmdashthat causes injury illness or deathwhen introduced into the body Approximately90 percent of poisonings occur in the homeand more than half of these poisoningsinvolve children under the age of six
Types of Poisoningoisoning results when substances that are not meant to enter theP body do so The substance could be a chemical that is swallowed
a pesticide that is absorbed through the skin or a poisonoussubstance secreted by a snake spider or other creature that is injectedinto the body through a sting or bite Even certain plants and foodscan be poisonous Gases or vapors may also be poisonous such as car-bon monoxide from hot water heaters and furnaces exhaust fumesfrom automobiles and fumes from gas- or oil-burning stoves Yourpoison control center can tell you the correct procedure to follow inthe event of a poisoning A is a 24-hour hotline that provides emergency medical advice on treating poisoning victims
poison control center
venom
poison
Many household productsbecome poisons if theyare used incorrectlyWhere can you findinformation about thetoxicity of varioushousehold products
7816864
First Aid for PoisoningProper treatment of poisoning requires professional guidance
The best resource in handling poison emergencies is the local poi-son control center Have the phone number of your poison controlcenter posted near your phone
Time is critical when a poisoning has occurred Some poisoningsituations require quick action to minimize the amount of damageto the victim or to prevent death First call 911 for help Then prac-tice these first-aid strategies for poisonings
Swallowed poisons vary in their first-aid treatment becausethe substances that can be swallowed affect the body differentlyQuickly try to determine what was swallowed and call yourpoison control center Follow the instructions given to you Itis important that you call the poison control center first Youmay be instructed to give the victim something that dilutes thepoison such as milk or water or you may be directed to inducevomiting Do not try to induce vomiting unless you are told todo so Some poisons can be aspirated into the lungs and causeeven more damage others can burn the esophagus if the victim vomits
Inhaled poison is serious because of the damage that can bedone to the lungs and other organs of the respiratory systemQuickly get the person to fresh air Do not breathe in the fumesIf the victim is not breathing start rescue breathing
Poison on the skin must be removed as quickly as possibleto limit the exposure to the body Remove contaminatedclothing Rinse skin continuously with water for 15 minutesThen rinse the skin with mild soap and water Rinse again withfresh water If possible have someone call 911 while you arerinsing the skin
Poison in the eye is absorbed quickly Immediately start flush-ing the eye with lukewarm water and continue for 15 minutesHave the victim blink the eye as much as possible whileflooding the eye Do not force the eye open and do not rubthe eye Have someone call 911 while you are rinsing the eye
When you call the poison control center
Be prepared to give your name location and telephone number
Provide the name of the substance when it was ingested andthe amount involved If possible give the brand name of theproduct and a list of the ingredients
Describe the state of the victim as well as his or her age and weight
Be prepared to follow instructions and answer any questions
756 Chapter 28 First Aid and Emergencies
Poison can enter the bodyin four ways ingestioninhalation absorption and injection What can you do to preventaccidental poisonings
10126858
With a partner role-play a scenario that involves contacting a poisoncontrol center when a child has ingested the product shown above Writeyour dialogue and then practice asking and giving information clearlyand calmly One of you will be the caller the other will be a healthprofessional at the poison control center The latter will ask for thecallerrsquos name and telephone number as well as questions about
bull the childrsquos condition age and weight
bull the suspected poison and what instructionswarningsingredientsappear on the label
bull the time the poisoning may have occurred
bull what first aid the caller may have already provided
Conclude the role-play with what you think the health professional mighttell the caller to do Then switch roles and repeat the role-play
ACTIVITYACTIVITY
A C T I V I T Y
Contacting a Poison Control CenterPoisonous products often display warning labels that provideinstructions on what to do if someone swallows inhales or hasskin or eye contact with the product For cases of poisoning inwhich the specific product is known use this information whenyou contact the poison control center
The
Toilet Bowl CleanerToilet Bowl Cleaner
FIRST AIDIf in eyes Hold eye open and rinse slowly and gently with water for15ndash20 minutesRemove contact lenses if present after the first five minutesand then continue rinsing eyeIf on skin or clothing Remove contaminated clothingRinse skin immediately with plenty of water for 15ndash20 minutesIf swallowed Have person sip a glass of water if he or she is able to swallowDo not induce vomiting unless told to do so by a poison control centerDo not give anything by mouth to an unconscious person
WARNING KEEP OUT OF REACH OF CHILDRENCONTAINS HYDROXYACETIC ACID
757Lesson 4 Treatment for Poisonings
Why is it important for apoison control center to knowthe specific poison
Why should you removecontact lenses if a chemicalhas entered the eye
Why must contaminatedclothing be removed at once
What is a poison controlcenter Where is the onenearest you
Why is it dangerous to give anunconscious person somethingto drink
HS_HEALTH_U09_C28_L4 12803 605 PM Page 757
8836469
758 Chapter 28 First Aid and Emergencies
FIRST AID FOR SNAKEBITEUse the following steps to administer first aid to a snakebite victim
bull Get the victim to a hospital This is the most important step Keepthe victim calm and in a reclining position if possible Themore the victim moves the greater the risk that venom willcirculate throughout the body
bull Keep the bitten area at or below the level of the heart Ifthe bitten area is on a limb immobilize that limb
bull Call 911 or have someone else do so Follow anyinstructions that are given
bull Do not apply ice or heat Applying heat will diffuse thevenom more rapidly Applying ice will cause tissuedamage Also do not give the victim aspirin or otherdrugs Some substances can interact dangerously withthe venom or thin the blood causing the venom to spreadmore rapidly into tissues
bull Maintain breathing and prevent aggravation of the wound Ifyou are the victim of a snakebite and are alone walk slowly andrest periodically to help minimize blood circulation
First Aid for Poisonous Bites and Stingsnsect and animal stings and bites are among the most com-Imon sources of injected poisonings A poisonous bite or sting
can come from several sources including insects spiders ticksscorpions snakes marine life and other animals
SnakebiteThere are about 20 species of venomous snakes in the United
States Most are rattlesnakes copperheads coral snakes and watermoccasins (also called cottonmouths) Usually the bite of a ven-omous snake is not fatal however a bite can cause severe pain lossof function and in rare situations loss of a limb The first-aid pro-cedures for snakebite are found in Figure 288
Insect Bites and StingsSome insects such as the bee hornet yellow jacket wasp and fire
ant cause painful stings that can produce a strong allergic reactionFor people who are highly allergic to the venom of these insectseven one sting can cause a life-threatening condition These peopleneed immediate medical attention if they are stung However formost people insect bites are uncomfortable but not life threateningFollow these first-aid procedures for insect bites and stings
HS_HEALTH_U09_C28_L4 12803 605 PM Page 758
9654613
Applying Health SkillsPracticing Healthful Behaviors Prepare a pamphlet that shows the first-aid proce-dures for responding to poisonings Includeeach type of poisoning mentioned in thislesson Make your pamphlet available toother students in your school
Reviewing Facts and Vocabulary1 Define the terms poison and venom
2 What information should you have ready when youcall a poison control center
3 Analyze and describe the strategy for responding toaccidental injuries such as insect bites and stings
Thinking Critically4 Analyzing Analyze and describe a strategy for
preventing an accidental poisoning injury in your kitchen
5 Synthesizing Develop a list of items needed toadminister first aid to a bee-sting victim who isnot allergic to bee venom
P R E S E N T A T I O N S O F T W A R E Use thematerial from your pamphlet and computer software tocreate a presentation See healthglencoecom forinformation on how to create a presentation
Lesson 4 Treatment for Poisonings 759
Move to a safe area to avoid further harm Try to remove thestinger by scraping it off with a firm sharp-edged object suchas a credit card or fingernail
Wash the area with mild soap and water to help preventinfection To reduce pain and swelling apply a cold compressApply hydrocortisone cream calamine lotion or a baking sodapaste to the area several times a day until the pain is gone
If the victim was bitten by a venomous spider or scorpion andbegins to have trouble breathing or shows other signs of asevere reaction call 911 immediately
First Aid for Poisonous Plantsbout 85 percent of Americans will develop an allergic skin reac- A tion if exposed to poison ivy poison oak or poison sumac
Symptoms include blistering swelling burning and itching at thepoint of contact and the person may develop fever
The first defense against poisonous plants is to recognize andavoid them If you come into contact with a poisonous plantremove contaminated clothing Flush affected areas with waterand then wash thoroughly with soap and water Certain over-the-counter preparations can be used to wash the affected areas If arash develops use calamine lotion to relieve the itching For severediscomfort or pain seek medical attention
These are commonpoisonous plants
PoisonIvy
PoisonOak
PoisonSumac
healthglencoecom
HS_HEALTH_U09_C28_L4 12803 605 PM Page 759
9705968
H E A L T HC U L T U R E amp C O M M U N I T Y
sensation Otherwise the accident victim couldpermanently lose use of that arm or leg As arule if yoursquore not seriously injured and you knowyour way back and can move under your ownpower itrsquos better to hike out than wait for rescue
A good first-aid class will stress preventionFor example make sure to carry plenty of foodwater and extra clothesmdasheven if yoursquore just outfor the afternoon A sudden change in theweather or a broken leg could turn your strollinto an uncomfortable night outdoors Thatrsquoswhy you should take something to insulate youfrom the ground and prevent hypothermia
For many teens camping is a great way torelax and have fun with family and friends
While the nearby state park may not be back-country medical help isnrsquot always nearby So aquick class on wilderness first aid might be whatthe doctor orderedmdashespecially when the nearesthospital is more than an hour away
Why ldquoan hour or morerdquo Doctors have identi-fied a ldquogolden hourrdquo just after accidents heartattacks and other emergencies in which they cando the most to save lives
Learning the RulesPracticing wilderness first aid ensures that at
least some of the benefits of treatment withinthe golden hour are not lost In urban first aidfor example yoursquore taught to splint a suspectedsprain strain or fracture as close as you can tothe position you found it in Under wildernessconditions you need to be alert to the possibilitythat nerves or the blood supply in the affectedlimb may have been cut off For that reason youmust pull gently and straighten out the limbbefore splinting to restore circulation and
AboutWildernessSafety
The article mentions the condition hypothermiaCreate a first-aid pamphlet with the class thatdescribes symptoms prevention and treatment ofhypothermia Make sure you include specific infor-mation Would you feel confident in giving the pamphlet to a friend who was going camping
760 Chapter 28 First Aid and Emergencies
HS_HEALTH_U09_C28_CR 12803 558 PM Page 760
8091112
761Chapter 28 Review
1 Advocacy Prepare a talk that encourages younger students in your communityto learn first aid Compile lists of local emergency telephone numbers fordistribution (LESSON 1)
2 Analyzing Influences Evaluate the effect of technology on first aid Forexample what techniques and capabilities are available today that were not available 50 years ago (LESSON 2)
3 Accessing Information Research to learn whether your state has a highincidence of rabies and what measures are taken to keep the disease under control (LESSON 3)
4 Practicing Healthful Behaviors Find out which poisonous plants are in your area how they can be recognized and what to do in case of exposure to them Use what you have learned to create a teaching tool such as aposter or a comic book for elementary school children (LESSON 4)
Emergency PhysicianCan you make fast
and accurate deci-sions As an emer-gency physician youoften have to makequick diagnoses underextreme conditionsYou also need to beable to communicate
To become anemergency physicianyou need a four-yearcollege degree and a medical degree After finishingmedical school yoursquoll need one year of internship andtwo to three years of residency Find out more aboutthis and other health careers by clicking on CareerCorner at healthglencoecom
Parent InvolvementAccessing InformationLearn more about wheremembers of your communitycan become certified in CPRWith your parents find outhow your family can becomeinvolved in promoting CPRcertification for everyone Ifclasses are not available inyour community find out howyou can arrange for someoneto provide classes in your community
School and CommunityCPR Certification Train to become certified in CPRThen research to find out how you can volunteer to helpteach others the life-saving techniques of CPR
healthglencoecom
HS_HEALTH_U09_C28_CR 12803 559 PM Page 761
8089479
Use the notes you have taken in your Foldable to review what you have learned aboutthe three Cs On the back of your Foldable record what you have learned about differenttypes of injuries
After You Read
Chapter 28 Review
762 Chapter 28 Review
1 What are two universal precautions that a person should follow when giving first aid to another person
2 What are the first three things you should do when you recognize an emergency situation
3 What are the four types of open wounds4 What is the chain of survival for adults5 What are the ABCs of CPR6 What are the symptoms of shock7 What is the first-aid procedure for a person who
has a muscle cramp8 What is the first-aid procedure for a person who
has fainted9 Why is the recovery position the safest position for
a person who is unconscious10 What is the first-aid procedure for a person who
has inhaled poison11 What is the first-aid procedure for poison in the eye12 Why is it important to wash a poisonous bite or
sting with mild soap and water
RECALLING THE FACTS Use completesentences to answer the following questions
EXPLORING HEALTH TERMS Answer thefollowing questions on a sheet of paper
Match each definition with the correct term
defibrillator shockchain of survivalcardiopulmonary resuscitation
3 A failure of the cardiovascular system to keep anadequate supply of blood circulating to the vitalorgans of the body
4 A device that delivers an electric shock to the heartto restore its normal rhythm
5 A sequence of actions that maximize the victimrsquoschances of survival
Fill in the blanks with the correct term
venom poisonpoison control center
A (_9_) provides emergency medical advice on treatingpoisoning victims Snake (_10_) is a (_11_) when it isintroduced into the human body
Fill in the blanks with the correct term
concussion unconsciousnessfracture
A blow to the head can cause a (_6_) which is a jar-ring injury to the brain without actually causing (_7_)If the blow is hard enough it can cause a skull (_8_)
Match each definition with the correct term
universal precautions first aid1 The immediate temporary care given to an ill or
injured person until professional medical care canbe provided
2 Actions taken to prevent the spread of disease bytreating all blood and other body fluids as thoughthey contained pathogens
HS_HEALTH_U09_C28_CR 12803 600 PM Page 762
12088013
763Chapter 28 Review
Chapter 28 Review
THINKING CRITICALLY1 Applying While you are jogging through town with
some friends you see that a car has just strucksomeone on a bicycle Analyze and describe astrategy for responding to this type of accidentalinjury
2 Synthesizing Why can quick abdominal thrustsdislodge an obstruction in the airway
3 Analyzing Explain why you should not try tocapture an animal that has bitten someone
4 Evaluating Which of the first-aid techniquescovered in the chapter would be especially important for a camper or hiker to know Explain your choices
Test PracticeTest Practice
Read the passage below andthen answer the questions
1 What is the news story mainly about
the damage caused to a school by a tornadothe bravery of the physical education teacherthe injuries to a teacher who was caught
outsidethe damage that tornadoes cause
2 Which word or phrase helps readers understandthe meaning of the word adjacent
outsidenext tooncomingtouched down
3 Write a newspaper article describing an eventsuch as a tornado or hurricane that has occurred in your area
OZDEN KANSAS mdash A tor-nado smashed windowsand blew off the doors of anelementary school hereleaving a teacher injuredThe tornado later toucheddown again in an area a milefrom the school causingdamage to a conveniencestore a small airport and anumber of homes
The twister first toucheddown near Ozden ElementarySchool and injured a teacherwho was standing outsidethe building at the timeAnother 30 children underthe supervision of the physi-cal education teacher wereoutside on a playgroundadjacent to the buildingSince the playground wasnext to the building theinstructor was able to rushthe children into the building
as soon as she spotted theoncoming tornado Teachersand staff inside the schooltook students to hallways inthe center of the buildingbefore the tornado hit Thestorm broke out the schoolrsquosfront door and most of thewindows
ldquoWe are thankful that nostudents were seriouslyinjured in the stormrdquo saidPrincipal Kim Bruno
The teacher caught out-side was not so luckyAccording to witnesses thestorm actually picked him upoff the ground and droppedhim down He was foundlying on the ground coveredwith mud and bleeding froma cut on his head He is list-ed in satisfactory conditionat in the County Hospitalaccording to Ms Bruno
Tornado Hits School
HS_HEALTH_U09_C28_CR 13004 213 PM Page 763
TAKS
11162479
- Glencoe Health ndash Texas Edition
-
- Contents
-
- Glencoe Handbook of Texas Health
-
- Brownsville Valley Treasures
- Health Science Center at San Antonio
- Cinco de Mayo
- Oktoberfest Texas-Style
- The Edwards Aquifer
- LBJ State Park
- Texans Choose Health Careers
- Explore the McGovern Museum
- The Cooper Institute
- Keeping Your Bones Healthy
- Texas Horned Lizard
- MASH Creator
- The Debakey Heart Center
- Julian Onderdonk
-
- Unit 1 A Healthy Foundation
-
- Chapter 1 Living a Healthy Life
-
- Lesson 1 Your Health and Wellness
- Lesson 2 Promoting a Healthy Lifestyle
- Lesson 3 Your Behavior and Reducing Health Risks
- Chapter 1 Review Activities
- Chapter 1 Review
-
- Chapter 2 Building Health Skills and Character
-
- Lesson 1 Building Health Skills
- Lesson 2 Making Responsible Decisions and Setting Goals
- Lesson 3 Building Character
- Chapter 2 Review Activities
- Chapter 2 Review
-
- Chapter 3 Being a Health-Literate Consumer
-
- Lesson 1 Making Consumer Choices
- Lesson 2 Choosing Community Health Services
- Lesson 3 Managing Consumer Problems
- Lesson 4 Understanding Public Health Services
- Chapter 3 Review Activities
- Chapter 3 Review
-
- Unit 2 Physical Activity and Nutrition
-
- Chapter 4 Physical Activity for Life
-
- Lesson 1 Physical Activity and Your Health
- Lesson 2 Fitness and You
- Lesson 3 Planning a Personal Activity Program
- Lesson 4 Training and Safety for Physical Activities
- Lesson 5 Physical Activity Injuries
- Chapter 4 Review Activities
- Chapter 4 Review
-
- Chapter 5 Nutrition and Your Health
-
- Lesson 1 Nutrition During the Teen Years
- Lesson 2 Nutrients
- Lesson 3 Guidelines for Healthful Eating
- Lesson 4 Food and Healthy Living
- Chapter 5 Review Activities
- Chapter 5 Review
-
- Chapter 6 Managing Weight and Body Composition
-
- Lesson 1 Maintaining a Healthy Weight
- Lesson 2 Fad Diets and Eating Disorders
- Lesson 3 Nutrition for Individual Needs
- Chapter 6 Review Activities
- Chapter 6 Review
-
- Unit 3 Mental and Emotional Health
-
- Chapter 7 Achieving Good Mental Health
-
- Lesson 1 Your Mental and Emotional Health
- Lesson 2 Developing a Positive Identity
- Lesson 3 Understanding Emotions
- Lesson 4 Managing Emotions
- Chapter 7 Review Activities
- Chapter 7 Review
-
- Chapter 8 Managing Stress and Anxiety
-
- Lesson 1 Effects of Stress
- Lesson 2 Managing Stress
- Lesson 3 Anxiety and Teen Depression
- Lesson 4 Being a Resilient Teen
- Chapter 8 Review Activities
- Chapter 8 Review
-
- Chapter 9 Mental and Emotional Problems
-
- Lesson 1 Mental Disorders
- Lesson 2 Suicide Prevention
- Lesson 3 Getting Help
- Lesson 4 Understanding Death and Grief
- Chapter 9 Review Activities
- Chapter 9 Review
-
- Unit 4 Promoting Safe and Healthy Relationships
-
- Chapter 10 Skills for Healthy Relationships
-
- Lesson 1 Foundations of Healthy Relationships
- Lesson 2 Communicating Effectively
- Lesson 3 Resolving Conflict
- Chapter 10 Review Activities
- Chapter 10 Review
-
- Chapter 11 Family Relationships
-
- Lesson 1 The Role of the Family
- Lesson 2 Change and the Family
- Lesson 3 Dealing with Family Crises
- Lesson 4 Community Support Systems
- Chapter 11 Review Activities
- Chapter 11 Review
-
- Chapter 12 Peer Relationships
-
- Lesson 1 Safe and Healthy Friendships
- Lesson 2 Peer Pressure and Refusal Skills
- Lesson 3 Dating and Setting Limits
- Lesson 4 Abstinence A Responsible Decision
- Chapter 12 Review Activities
- Chapter 12 Review
-
- Chapter 13 Violence Prevention
-
- Lesson 1 Personal Safety
- Lesson 2 Keeping Schools Safe
- Lesson 3 Protecting Yourself from Violence
- Lesson 4 Preventing and Overcoming Abuse
- Chapter 13 Review Activities
- Chapter 13 Review
-
- Unit 5 Personal Care and Body Systems
-
- Chapter 14 Personal Care and Healthy Behaviors
-
- Lesson 1 Healthy Skin Hair and Nails
- Lesson 2 Care of Teeth and Mouth
- Lesson 3 Eye Care
- Lesson 4 Ears and Hearing Protection
- Chapter 14 Review Activities
- Chapter 14 Review
-
- Chapter 15 Skeletal Muscular and Nervous Systems
-
- Lesson 1 The Skeletal System
- Lesson 2 Care and Problems of the Skeletal System
- Lesson 3 The Muscular System
- Lesson 4 The Nervous System
- Lesson 5 Care and Problems of the Nervous System
- Chapter 15 Review Activities
- Chapter 15 Review
-
- Chapter 16 Cardiovascular and Respiratory Systems
-
- Lesson 1 The Cardiovascular System
- Lesson 2 Care and Problems of the Cardiovascular System
- Lesson 3 The Respiratory System
- Lesson 4 Care and Problems of the Respiratory System
- Chapter 16 Review Activities
- Chapter 16 Review
-
- Chapter 17 Digestive and Urinary Systems
-
- Lesson 1 The Digestive System
- Lesson 2 Care and Problems of the Digestive System
- Lesson 3 The Urinary System
- Chapter 17 Review Activities
- Chapter 17 Review
-
- Chapter 18 Endocrine and Reproductive Systems
-
- Lesson 1 The Endocrine System
- Lesson 2 The Male Reproductive System
- Lesson 3 The Female Reproductive System
- Chapter 18 Review Activities
- Chapter 18 Review
-
- Unit 6 Growth and Development
-
- Chapter 19 Prenatal Development and Birth
-
- Lesson 1 The Beginning of the Life Cycle
- Lesson 2 Prenatal Care
- Lesson 3 Heredity and Genetics
- Lesson 4 Infancy and Childhood
- Chapter 19 Review Activities
- Chapter 19 Review
-
- Chapter 20 Adolescence and the Life Cycle
-
- Lesson 1 AdolescencemdashUnderstanding Growth and Change
- Lesson 2 Moving Toward Adulthood
- Lesson 3 Marriage and Parenting
- Lesson 4 Health Through the Life Span
- Chapter 20 Review Activities
- Chapter 20 Review
-
- Unit 7 Tobacco Alcohol and Other Drugs
-
- Chapter 21 Tobacco
-
- Lesson 1 The Effects of Tobacco Use
- Lesson 2 Choosing to Live Tobacco Free
- Lesson 3 Promoting a Smoke-Free Environment
- Chapter 21 Review Activities
- Chapter 21 Review
-
- Chapter 22 Alcohol
-
- Lesson 1 Choosing to Be Alcohol Free
- Lesson 2 Harmful Effects of Alcohol Use
- Lesson 3 Alcohol the Individual and Society
- Chapter 22 Review Activities
- Chapter 22 Review
-
- Chapter 23 Medicines and Drugs
-
- Lesson 1 The Role of Medicines
- Lesson 2 Drug UsemdashA High-Risk Behavior
- Lesson 3 Marijuana Inhalants and Steroids
- Lesson 4 Psychoactive Drugs
- Lesson 5 Living Drug Free
- Chapter 23 Review Activities
- Chapter 23 Review
-
- Unit 8 Diseases and Disorders
-
- Chapter 24 Communicable Diseases
-
- Lesson 1 What Are Communicable Diseases
- Lesson 2 Preventing Communicable Diseases
- Lesson 3 Common Communicable Disease
- Chapter 24 Review Activities
- Chapter 24 Review
-
- Chapter 25 Sexually Transmitted Infections and HIVAIDS
-
- Lesson 1 The Risks of STIs
- Lesson 2 Common STIs
- Lesson 3 HIV and AIDS
- Lesson 4 Treatment for HIV and AIDS
- Chapter 25 Review Activities
- Chapter 25 Review
-
- Chapter 26 Noncommunicable Diseases and Disabilities
-
- Lesson 1 Cardiovascular Diseases
- Lesson 2 Cancer
- Lesson 3 Allergies Asthma Diabetes and Arthritis
- Lesson 4 Physical and Mental Challenges
- Chapter 26 Review Activities
- Chapter 26 Review
-
- Unit 9 Injury Prevention and Environmental Health
-
- Chapter 27 Injury Prevention and Safe Behaviors
-
- Lesson 1 Safety at Home and at Work
- Lesson 2 Recreation and Water Safety
- Lesson 3 Safety on the Road
- Lesson 4 Weather Emergencies and Natural Disasters
- Chapter 27 Review Activities
- Chapter 27 Review
-
- Chapter 28 First Aid and Emergencies
-
- Lesson 1 Providing First Aid
- Lesson 2 CPR and First Aid for Shock and Choking
- Lesson 3 Responding to Common Emergencies
- Lesson 4 Treatment for Poisonings
- Chapter 28 Review Activities
- Chapter 28 Review
-
- Chapter 29 Environmental Health
-
- Lesson 1 Air Quality
- Lesson 2 Protecting Land and Water
- Lesson 3 Advocating for a Healthy Environment
- Chapter 29 Review Activities
- Chapter 29 Review
-
- Appendix
-
- A Health Skills and the National Health Education Standards
- B Healthy People 2010
- C 40 Developmental Assets
- D Physical Activity and Fitness Guidelines
-
- Glossary
- Glosario
- Index
- Credits
-
- Features
-
- Health Skills Activity
- Hands-On Health Activity
- Real-Life Application
- Exploring Issues
-
- Student Worksheets
-
- Concept Mapping Activities
-
- Chapter 1 Living a Healthy Life
-
- Activity 1 Lifestyle Factors
- Activity 2 The Health Triangle
- Activity 3 Abstinence
-
- Chapter 2 Building Health Skills and Character
-
- Activity 4 Health Skills
- Activity 5 Setting Goals
- Activity 6 Traits of Good Character
-
- Chapter 3 Being a Health-Literate Consumer
-
- Activity 7 Influences on Health Decisions
- Activity 8 Health Care Professionals
- Activity 9 Help for Consumer Problems
- Activity 10 Public Health Services
-
- Chapter 4 Physical Activity for Life
-
- Activity 11 Physical Activity
- Activity 12 The Elements of Fitness
- Activity 13 Planning a Personal Activity Program
- Activity 14 Peak Physical Performance
- Activity 15 Risks of Physical Activity
-
- Chapter 5 Nutrition and Your Health
-
- Activity 16 Food Choices
- Activity 17 Role of Nutrients
- Activity 18 Dietary Guidelines
- Activity 19 Foodborne Illness
-
- Chapter 6 Managing Weight and Body Composition
-